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All Journal Educative: Jurnal Ilmiah Pendidikan
Bankole Olabisi Latifat
Al-Hikmah University Ilorin, Kwara State
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Impact of Blended Learning in Developing Students Teachers Teaching Skills Oyo State Public Schools Onikoyi Olawale Abayomi; Onikoyi Yetunde Raliat Adeola; Bankole Olabisi Latifat; Nafiu Aminat Adejoke
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2026): May - August 2026 inPress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i2.1830

Abstract

This study investigated impact of blended learning in developing students’ teachers teaching skills Oyo state public schools. The research adopted a mixed-methods approach, integrating both quantitative and qualitative techniques to obtain a detailed understanding of the effectiveness of blended learning in enhancing student-teachers’ teaching skills. To ensure the reliability, validity, and broader applicability of the findings, a minimum of 100 respondents from each category of participants was selected for the study. Data were collected using appropriate research instruments, particularly structured self-administered questionnaires designed. to obtain information regarding teaching experiences as well as participants’ perceptions and understanding of blended learning practices. The average score for teaching skills increased from 3.5 to 4.2, while lesson planning skills improved from a mean score of 3.2 to 3.8. In addition, competency in the use of technology rose from 2.8 to 3.5. These results demonstrate that blended learning contributed positively to the enhancement of classroom management, lesson planning, and technology integration skills among student-teachers. Based on these findings, the study concluded that the adoption of blended learning for the training and development of student-teachers in public schools in Oyo State possesses significant potential to transform teacher education and promote better educational outcomes for learners.
Co-Authors Nafiu Aminat Adejoke Onikoyi Olawale Abayomi Onikoyi Yetunde Raliat Adeola